From Assessment to Feedback

Inez De Florio is Emerita Professor of Humanities at the University of Kassel, Germany. Recently, she has engaged in research of educational psychology, broadening her interests from language learning to include the use of digital technologies in classrooms and different forms of feedback. She also offers practical advice in the form of teaching units, adaptable to most learning contexts.

Introduction; Part I. Basic Concepts of Assessment and Feedback in the Foreign Language Classroom: 1. Feedback in everyday life and in foreign language education; 2. Different forms of assessment and feedback in language teaching and learning; 3. Evidence-based or at least science-oriented research: feedback models; 4. The evolution of education and foreign language teaching as prerequisite of feedback; Part II. Assessment and Feedback in its Different Manifestations: 5. How to implement successful feedback in foreign language education; 6. Involving the learners in important decisions; 7. Feedback is no one-way street: teachers and learners; 8. Peer feedback needs to be learned; 9. Self-assessment: taking responsibility for one's actions; 10. Collegial feedback strengthens language teaching and learning; 11. What about electronic assessment and feedback?; 12. Remote and hybrid teaching and learning: the new normal?; Part III. Summative Assessment in Combination with Formative Feedback: 13. From B. Bloom's taxonomy to the SOLO-Taxonomy; 14. How to combine summative assessment with formative feedback; 15. State requirements for assessment and feedback in foreign language teaching; 16. What teachers can and should do about assessment and feedback; Glossary; References.